TaskbasedLanguageTeaching任务型语言教学市公开课一等奖省赛课微课金奖课

RevisionWhatisPPPmodel?

Presentation,PracticeandProductionWhatisthegoalofCLT?

ThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.1/69

Task-BasedLanguageTeaching

任务型语言教学

2/69ContentsSLAandTBLTDefinitionofataskFourcomponentsofataskExercises,exercise-tasksandtasksDefinitionofTBLTATask-basedmodelFeaturesofTBLTAppropriatenessofTBLTintheChinesecontext3/69Practicemakesperfect4/691.SecondLanguageAcquisitionResearch

“Practicemakesperfect”doesnotalwaysapplytolearninggrammar.They(students)oftenfailtouseitcorrectlywhenexpressingthemselvesfreely.Thistemporarymasteryseemstohappenwhentheyarepayingconsciousattentiontoform,butnotwhentheyaretryingtocommunicateandpayingattentiontomeaning.JaneWillis5/69

依据语言习得规律

1)语法知识记忆不能确保语言使用正确Knowledgeofgrammaticalruleswasnoguaranteeofbeingabletousethoserulesforcommunication.Learnerswhowereabletoidentifyinstancesofruleviolation,andwhocouldevenstatetherule,frequentlyviolatedtheruleswhenusinglanguageforcommunication.

DavidNunan(1999)6/692)学习者参加与语言熟练程度提升关系极大Learnerparticipationinclassisrelatedsignificantlytoimprovementsinlanguageproficiency.

Lim(1992)7/693)基本上以“交际”为导向课堂教学，但同时也有明确语法讲解，要比只重视语法教学或回避语法讲解沉醉式教学都更加好Classroomsthatwerebasically“communicative”forexplicitgrammaticalinstruction,weresuperiortobothtraditionalclassroomsthatfocusedheavilyongrammar,andtoimmersionprogramsthateschewedexplicitgrammaticalinstruction.8/694)当学习者主动地参加用目标语进行交际尝试时，语言也被掌握了。当学习者所进行任务使他们当前语言能力发挥至极点时，习得也扩展到最正确程度Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.Acquisitionwillbemaximizedwhenlearnersengageintasksthat“push”themtothelimitsoftheircurrentcompetence.9/69FourconditionsoflanguagelearningExposure(richcomprehensibleinput)Use(ofthelanguagetodothings)Motivation(interest)Instruction(chancestofocusonform)10/69Task-basedLanguageTeachingBesidesCLT,therehasbeenanotherlanguageteachingapproachwhichhasbecomemoreandmorepopularfromlate1980s,thatis,Task-basedLanguageTeaching(TBLT).

11/69“TBLT”isafurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.“TBLT”hasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

WhatistherelationshipbetweenTBLTandCLT?P2612/692.DefinitionoftaskP27

Readthefollowingdefinitionsgivenbydifferentscholars.Trytoidentifysomemainfeaturesofatask.13/69Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)Workinthereallife14/69fillingoutaform,buyingapairofshoes,borrowingalibrarybook,takingadrivingtest,writingacheck,findingastreetdestination,etc.Whatdopeopledoineverydaylife:TASKS15/69UrAtaskisessentiallygoal-oriented;itrequiresthegroup,orpair,toachieveanobjectivethatisusuallyexpressedbyanobservableresult,suchasbriefnotesorlists,rearrangementofjumbleditems,adrawing,aspokensummary.goal16/69

Atask

isapieceofclassroomworkwhichinvolveslearnersincomprehending，manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningratherthantomanipulateform.Nunan(1989:8)交际型任务是一个包括到学习者了解，利用所学语言进行交流互动课堂活动。学生注意力主要集中在语言意义上，而不是语言形式上。meaningful17/69ListeningtoaweatherforecastanddecidingwhattowearLookingatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitation

Completingabankingapplication

Describingaphotographofone’sfamilyWhatcanwedointheclassroom?18/69Fromtheabovedefinitions,wecansee:

Ataskcanholddifferentmeaningsfordifferentpeople.19/693.FourcomponentsofataskApurposeAcontextAprocessAproductP28Clark,ScarinoandBrownell20/69Apurpose:makingsurethestudentshaveareasonforundertakingthetask.21/69Acontext:

thetaskcanbereal,simulatedorimaginary,andinvolvessociolinguisticissues,suchasthelocation,theparticipantsandtheirrelationships,thetimeandotherimportantfactors.22/69Aprocess:

gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoning,inquiring,conceptualizingandcommunicating.23/69Aproduct:therewillbesomeformofoutcome,eithervisible(awrittenplan,aplay,aletter.etc.)orinvisible(enjoyingastory,learningaboutanothercountry,etc.)24/69Task：Foodsurvey

Askyourclassmatesaboutthefood.Findoutwhattheylikeanddislike.Forexample:

foodlikesDoesn’tliketomatoesLiLeiZhaoJun………………25/69PleasefindoutthefourcomponentsofthesurveytaskPurposeContextProcessProductexchangingpersonalinformationinterviewerandintervieweeinquiring,responding,note-takingasurveyreport26/69Whenstudentsarecarryingoutatask,theyarefocusingonthecompleteactofcommunication.Wemayalsowishtofocustheirattentiononindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.Wecalltheseactivitiesexercises.Anexercise-taskcomeshalfwaybetweentasksandexercises,consistingofcontextualizedpracticeoflanguageitems.Forexample,usingpresentcontinuoustensetodescribeapicture.

4.Exercises,exercise-taskandtasks27/69Whatarenottasks?Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas“Describethepictureusingthewordsandphrasesfromthelistbelow”or“AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.”

wherethereisnooutcomeorpurposeotherthanpracticeofpre-specified（预先要求）language.28/69Role-playactivityVeryofteninrole-playsituationsthereisnoactualoutcomeforstudentstoachieve,otherthantoenacttheirroles.Studentsdoesn’thavetothinkofwhattosaytoeachother,sotheyareunlikelytobeexchangingrealmeaning.JaneWillisTask?29/69tasksexercisesfocussituationoutcomelanguageerrorformmeaningnosituationreal-lifesituationcorrectformaccomplishmentoftaskpracticeofassignedformchoiceofformandcontent

immediatecorrectiondelayedcorrection30/69Activity:listeningtoaweatherforecast练习结果:Thelearnerwilllistentoanauraltextandanswerquestionsafterwardsonwhethergivenstatementsaretrueorfalse.任务结果Thelearnerwilllistentoaweatherforecast,identifythepredictedmaximumtemperatureforthedayanddecidingwhattowear.

31/69Theessentialdifferences

betweentaskandexercise

TaskTaskhasanonlinguisticoutcomeExercise

Anexercisehasalinguisticoutcome

任务活动与语言练习有着本质区分。任务活动所寻求效果不是一个机械语言训练，而是侧重在执行任务中学生自我完成任务能力和策略培养，重视学习者在完成任务过程中参加和在交流活动中所取得经验。P2832/6933/69PracticeTurnyourbookstoPage29anddoTask10.34/69Activity1:Thisactivityhasallthecharacteristicsofatask.Theworkplanspecifieswhatthetwoparticipantsinthetaskaresupposedtodo.Theprimaryfocusisonmeaning.StudentAhastotalkaboutthedangerousmomentandstudentBisfreetoaskquestionstoclarify.Thelanguageuseissimilartoanaturalcommunicativeevent.TheoutcomeofthistaskisthecompletionofapicturebystudentB.35/69Activity2:Thisactivityisanexercise-task.Thisisanexampleofacue-cardactivity.Ithassomeofthefeaturesofatask.Forexample,itrequiresparticipantstointeractorallyandtheparticipantsarefreetochoosethelinguisticsresources.However,theprimaryfocusisonformbecausethemeaningsarepredetermined.Also,thereisn’taclearcommunicativeoutcome.Theoutcomeistheperformanceoftheactivity.Therefore,thepurposeofthisactivityistopracticelanguage.36/69Activity3:Thisisobviouslyanexercise.Theprimaryfocusisonform—theuseof“anyand“some”inquestionsandreplieslearnerssimplyneedtosubstituteitems.Thelanguageuseisbynomeanslikethereal-worldcommunication.37/69Activity4:Thisisanexercise-task.Tellingastoryfrompictureswhereeverystudentcanseewhatishappeningineachpictureisnotatask.Itissimplyalanguagepracticeactivity—whatcommunicativepurposeisthere?Ifthereweretwosetsofpictures,andonegrouppreparedastorybasedontheirsetofpicturesandtoldittoagroupwhothenhadtoarrangethatsetofpicturesintherightorder,thiswouldcreateacommunicativepurpose,andthereforeaneedtolisten.38/69Task-basedLanguageTeaching(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.5.DefinitionofTBLT任务型教学就是以详细任务为学习动力或动机，以完成任务过程为学习过程，以展示任务结果方式（而不是以测试分数）来表达教学成就。—陈琳王蔷程晓堂（：104-105）39/69所谓任务型语言教学，其关键思想就是要模拟人们在社会、学校生活中人们利用语言所从事各类活动，把语言教学与学习者在今后日常生活中语言应用结合起来。—转引自张琳琳（）40/69Fourdimensionsofteachingandlearningtasksarerepresentedbythe“fourIs”:Involvement(参加),Inquiry(探究),Induction(归纳),Incorporation(整合).TBLTIncorporationInductionInquiryInvolvementlearningthenusinglearningbyusinglearningforusinglearningbydoingdoingthingswith(by)language41/69—RodEllis1.TBLTofferstheopportunityfor“natural”learninginsidetheclassroom.

2.Itemphasizesmeaningoverformbutcanalsocaterforlearningform.3.Itisintrinsicallymotivating.4.Itiscompatiblewithalearner-centerededucationalphilosophy.5.Itcanbeusedalongsideamoretraditionalapproach.42/691.Pre-taskphase;2.While(During)-taskphase;3.Post-taskphase6.Atask-basedmodel43/69Introducetotopicandtask

TaskcycleTaskPlanningRepot

LanguagefocusAnalysisPractice

Pre-taskWillis’modelfortask-basedinstruction(Willis,1996:127)Long1991P3144/69

Theteacherintroducesthetopicandgivesthestudentsclearinstructionsonwhattheywillhavetodoatthetaskstageandmighthelpthestudentstorecallsomelanguagethatmaybeusefulforthetask.Thepre-taskstagecanalsooftenincludeplayingarecordingofpeopledoingthetask.Thisgivesthestudentsaclearmodelofwhatwillbeexpectedofthem.Thestudentscantakenotesandspendtimepreparingforthetask.Pre-taskphase:45/69Threepurposes:--tointroducenewlanguagethatlearnerscanusewhileperformingthetask;--tomobilizeexistinglinguisticresources;--toeaseprocessingload,andtopushlearnerstointerprettasksinmoredemandingways.46/69Someoptions:Allowthestudentstimetoplan.ProvideamodelDoasimilartaskPre-teachkeylinguisticitems47/69Ongeneralcognitivedemandsofthetask对任务要求总体感知Anemphasisonlinguisticfactors关注语言原因Supportinglearnersinperformingatasksimilartothetasktheywillperformintheduring-taskphaseofthelesson让学生做一些在后面完成任务时需要准备工作Non-taskpreparationactivities brainstorming大脑风暴 mindmap思维图

48/69Task

Thestudentscompleteataskinpairsorgroupsusingthelanguageresourcesthattheyhaveastheteachermonitorsandoffersencouragement.While-taskphase:49/69Planning

Studentsprepareashortoralorwrittenreporttotelltheclasswhathappenedduringtheirtask.Theythenpracticewhattheyaregoingtosayintheirgroups.Meanwhiletheteacherisavailableforthestudentstoaskforadvicetoclearupanylanguagequestionstheymayhave.50/69Report

Studentsthenreportbacktotheclassorallyorreadthewrittenreport.Theteacherchoosestheorderofwhenstudentswillpresenttheirreportsandmaygivethestudentssomequickfeedbackonthecontent.Atthisstagetheteachermayalsoplayarecordingofothersdoingthesametaskforthestudentstocompare.51/69While-taskphase:Someoptions:Participatorystructure参加方式:Whole-classvs.smallgroupwork;individualorinteractionSetatimeforcompletingthetask.Varythenumberofparticipants.Introduceasurpriseelement.Tellstudentstheywillhavetopresentareporttothewholeclass.pairandgroupworkareseenascentraltotask-basedteaching;notalltasksareinteractive52/69Thepost-taskphase:Analysis

Theteacherthenhighlightsrelevantpartsfromthetextforthestudentstoanalyse.Theymayaskstudentstonoticeinterestingfeatureswithinthistext.Theteachercanalsohighlightthelanguagethatthestudentsusedduringthereportphaseforanalysis.53/69Practice

Finally,theteacherselectslanguageareastopractisebasedupontheneedsofthestudentsandwhatemergedfromthetaskandreportphases.Thestudentsthendopracticeactivitiestoincreasetheirconfidenceandmakeanoteofusefullanguage.54/69Thepost-taskphase:Threemajorpedagogicalgoals:--toprovideanopportunityforarepeatingperformanceofthetask（提供再做任务机会）--toencouragereflectiononhowthetaskwasperformed（反思任务是怎样完成）--toencourageattentiontoform（关注语言形式）55/69语法项目：usedto目标:学生讨论他们十年前生活情形准备:1)教师应准备自己一张十年前照片,最好是看起来与现在区分较大。2）准备一篇短文,描绘本身所发生改变及现在生活情况，文中最少要包含两个过去常做事例，但现在已不再做了。教师能够把短文录制成磁带，课堂上播放给学生听，或者重复练习几遍直到能够在课堂上流利地大声朗诵出来。3）把短文打印复制多份，方便能够分发给学生。56/69前任务教师首先告诉学生将要给他们看一张其十年前照片,让他们猜一猜其形象与现在相比会有什么不一样之处。在此阶段，对于学生在语言上所犯形式错误暂时不予纠正。等学生猜测完成以后，教师再展示照片，让他们检验猜测是否准确。随即再让学生猜一猜其生活中可能出现改变，对于他们猜测暂时不予评判，告诉他们过一会再通知真相。57/691.任务：让学生每三人组成一组谈论他们十年前生活，并把以下问题写在黑板上：Whatdidyoulooklike?Whatwasdifferentaboutyourlife?Didyouhavedifferentlikesordislikes?Areyoudifferentnow?解释这些问题以帮助学生开始讨论,讨论时间限定在三到五分钟左右,教师在其间可围绕教室听取学生做任务情况，但此时仍不更正学生语言错误。2.计划：停顿讨论后#让每一小组都准备小组汇报，把讨论情况做出总结，小组汇报以书面形式写下来，并准备以口头形式向班级其余同学做汇报，时间限定为五分钟。3.汇报：当学生们准备好以后#让每个小组讲话人向班级其余同学做汇报，告诉学生们要仔细听每个小组汇报，在全部汇报结束后让它们选出改变最大学生。任务环58/69教师让学生注意力重新回到自己照片上。并告诉他们将要听一段关于自己生活改变自述,然后播放录音或大声朗诵。在此之后，向学生提问检验其听力了解，如（WhatdidIsayaboutmyhair?WhatdidIsayaboutmyjob?）假如学生了解有障碍,可重复再听。1.分析：从文中选出两至三个包含语法点usedto句子,把它们写在黑板上。比如，Iusedtolistentopopmusic.Iusedtohavelongblackhair.Iusedtoweartightleathertrousers.经过提问方式检验学生对于这些句子意义了解,比如,DidIlistentopopmusic?DoIhavelonghairnow?然后让学生归纳总结形式规则usedto使用方法。此时教师再分发关于自己生活改变短文，让学生找出更多相关usedto句子,指出usedto在英语中是用来表示过去经常习惯性行为。后任务59/692．操演：首先让学生重新检验任务环中书面汇报，如有错误则更正。方便深入巩固对语言点掌握。假如教师感到学生还有必要就此语法点进行限定性练习，能够让他们各自写下过去经常做三件事及不常做三件事。其间教师可巡视教室，给一些学生必要帮助。完成之后，让学生相互检验!也可把一些作为范例展示在黑板上。60/697.FeaturesofTBLT

1)Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.强调经过用目口号交流来学会交际

2)Theintroductionofauthentictextsintothelearningsituation.将真实语言材料引入